deShur, S.H. (2005) Transition from school to adulthood.  In Wehman, McLaughlin, & Wehman (Eds), Intellectual and developmental disabilities (3rd ed). Austin, TX: Pro-ed. 

• Transition planning: facilitate independence in:
  • work
  • home living
  • recreation/leisure
  • community
  • education and training
• 1992 - Luckasson - levels of support
  • supports need to be considered in context
• values consistent with accepted practices
  • LRE
  • full community participation
  • student/family centered
• post-school independence and employment
• many students drop out b/c
  • needs
  • curriculum
  • availability
• student-centered long-term goals
• vocational competence important
• edivence-based school transition practices
  • 2 paid work experiences
  • occupation-specific vocational training
  • inclusion
  • self-determination
  • transition planning
  • parent involvement
  • AT devices
• gender and cultural biases prevalent
• problem behavior must be addressed
  • interpersonal competence and self-determination essential
• models must be age-appropriate
• families often assume entitlement programs exist after age 22
• AAMR - 10 areas of adaptive skill
  • communication
  •  self-care
  • home living
  • community use
  • self-direction
  • health and safety
  • functional academics
  • leisure
  • socail skills
  • work
• supported emplyment - increase self-esteem and satisfaction
• increased home independence - increased home satisfaction
• attendance does NOT equal participation
• need to foster
  • self-awareness
  • self-advocacy
  • self determination
• links to postschool support critical